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  • X500 Internet Account | Medical Education | University of Minnesota
    online at http www umn edu initiate You will be asked for your Social Security Number UofM ID Number and Birthdate If you do not have or do not want to disclose your Social Security number you can visit a walk in location and present a photo identification card Walk in Locations East Bank 152 Shepherd Labs at 100 Union Street SE West Bank 93 Blegen Hall near the food

    Original URL path: http://www.meded.umn.edu/tech/x500_faculty.php (2014-11-22)
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  • Workshops by Date | Medical Educator Development and Scholarship (MEDS) | Medical Education | University of Minnesota
    Practices in Medical Education Day View Event Schedule pdf What s Inside Workshops Webinars Learning Opportunities Resources Journal Club Scholarship Teaching Scholar Awards Inter National Sites MEDS Home Medical Educator Development Scholarship U of M Medical School 420 Delaware St SE Minneapolis MN 55455 Office Location B 624 Mayo Bldg 612 625 4114 phone 612 626 4200 fax MEDS umn edu email MEDS Directory Return to Medical Education Medical School

    Original URL path: http://www.meded.umn.edu/meds/workshops/by-date.php (2014-11-22)
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  • Workshops by Series | Medical Educator Development and Scholarship (MEDS) | Medical Education | University of Minnesota
    webinars for Free Download this informational document pdf to view information about how to create an AMEE account and how to register Your registered account will also enable you to watch archives of MedEdWorld webinars MedEdWorld FAQs Click here to view the full broadcast schedule and session descriptions pdf Register for webinars on the AMEE website www mededworld org Webinars Upcoming Webinars aspx Create a registered account or upgrade your account to full membership by using the University of Minnesota Medical School s Affiliate code UMN20136 October 2 Preparing 21st Century Doctors What capabilities and attributes are needed How to achieve them no registration necessary for this session October 15 How physical space impacts on learning Aligning your curriculum with space October 29 Writing up Principles and practices for successful research papers November 11 Changing Leadership for Changing Times How understanding new leadership theories can help leaders manage change November 26 Setting Defensible Pass Scores for OSCE Style Examinations December 2 Research in Postgraduate Education Challenges and Opportunities Archives of AMEE MedEdWorld webinars and AMEE conference videos are available Best Practices in Medical Education Workshop Series This workshop series focuses on best practices in medical education for Medical School faculty educators who teach our students and residents in a variety of medical settings including lectures small groups and in the clinic See also Technology Enhanced Teaching May 7 2015 Best Practices in Medical Education Day View Past Workshops For This Series Best Practices in Medical Education Technology enhanced Teaching Workshop Series none currently available View Past Workshops For This Series Help There s a Medical Student in My Clinic Workshop Series This workshop series is targeted primarily for Medical School faculty and chief residents who teach our students in busy ambulatory settings as the workshops focus on clinical teaching strategies

    Original URL path: http://www.meded.umn.edu/meds/workshops/by-series.php (2014-11-22)
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  • Student Mistreatment Policy | Policies | Medical Education | University of Minnesota
    maintaining an environment where there is mutual respect between student teacher and between peers Behavior that is abusive or mistreats students or others in the learning environment is prohibited Examples of inappropriate behaviors are Physical punishment or physical threats Sexual Harassment Discrimination based on race color creed religion national origin gender age marital status disability public assistance status veteran status sexual orientation gender identity or gender expression Repeated episodes of psychological punishment of a student by a particular superior e g public humiliation threats and intimidation removal of privileges Grading used to punish a student rather than evaluate objective performance Assigning tasks for punishment rather than to evaluate objective performance Requiring the performance of personal services Taking credit for another s work Intentional neglect or intentional lack of communication Guiding Principles to Nurture the H E A L T H of the Medical School Community pdf Resources for Counseling Advice and Informal Resolution Concerns problems questions and complaints may be discussed without fear of retaliation with anyone in a supervisory position within the Medical School Community including a faculty member lab director course director residency training director division chief department head dean or director The assistance provided may include counseling coaching or direction to other resources at the Medical Schools Students are encouraged to report possible sexual racial or ethnic discrimination including harassment to the Office of Equal Opportunity and Affirmative Action Process for Handling Allegations of Mistreatment Prior to filing a formal complaint the individual may attempt to resolve the matter directly with the alleged offender Violations of this policy fall within the scope of the Board of Regents Student Academic Grievance Policy which provides mechanisms for both informal and formal resolution of complaints Any complaint alleging discrimination in the University student relationship other than sexual harassment may be

    Original URL path: https://www.meded.umn.edu/policies/mistreatment_tc.php (2014-11-22)
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  • Educational Program Principles | Curriculum Development | Medical Education | University of Minnesota
    program Advisors will know their students unique backgrounds abilities and interests monitor their achievement of competencies including remediation if needed and help them succeed The curriculum will provide flexibility allowing time for students to engage in experiences that address special skills or interests such as research international health or additional degrees Students will be supported to explore career options from the beginning of medical school Science will be featured prominently throughout the program Students will develop the ability to think critically to access manage and evaluate medical scientific knowledge and information and to apply it to patient care Clinical problems and experiences will be used as a basis for exploration and synthesis of the scientific foundations of medicine There will be a systematic approach to progressive development of clinical skills and reasoning and the practice of culturally competent patient and family centered care from the beginning of medical school through graduation Students will learn about different systems models and settings of health care through experiences that include care of patients and populations The curriculum will employ a variety of teaching methods and encourage faculty and students to be partners in active experiential learning The learning environment will be characterized by

    Original URL path: http://www.meded.umn.edu/curriculum/principles.php (2014-11-22)
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  • FAQ | Curriculum Development | Medical Education | University of Minnesota
    and grounds students in the skills needed to begin to think like doctors It will include anatomy and related physical examination skills taking patient histories and basic principles of biochemistry genetics and appropriate use and evaluation of the medical literature Since January 2009 a group of faculty and staff has met to plan the Immersion experience In fall 2005 the Medical School began to offer medical students a Flexible M D program in which they may complete their M D over three and one half to six years The Flexible M D opens up possibilities for students seeking to enhance the core curriculum with a more individualized education Students in good academic standing may in collaboration with a staff or faculty member create a research portfolio work in underserved communities in the United States or abroad or pursue study in a health related discipline We will continue to offer the Flexible M D and expand its reach The Educational Steering Committee is working to modify the course calendar with the goal of better integration of content and the use of critical thinking cases to link the clinical and scientific foundations courses While a few course directors plan to pilot new approaches in their courses in 2009 2010 most year 1 and 2 courses will stay the same until 2010 2011 Meanwhile clerkship directors and some of our hospital systems are developing plans to introduce new approaches to the clerkships starting as early as 2010 On our Duluth campus plans for the New Dr Curriculum are on track and the revised program will begin for year 1 students in 2010 We expect to proceed with plans for assigned advisors for students at the Twin Cities starting with the entering class of 2010 at Duluth the foundation for this approach is already in place with faculty Learning Community Leaders Q Why is this effort to transform medical education taking place at Minnesota A The University of Minnesota s Medical School was cited in the Flexner Report 1910 as a school that had taken the lead in establishing an up to date medical education to serve the needs of the state Today we still strive to be leaders in medical education ensuring that our future physicians benefit from an education that meets or exceeds current test and licensing standards while providing them with a forward looking approach that encourages leadership and continuous quality improvement Q Is reforming medical education at the U of M an isolated effort or are other medical schools also embarking on similar efforts to transform medical education A While we are responding to the growing nationwide recognition that medical education needs to change other schools and institutions also have launched their own efforts Some of our pilot programs are collaborative Guidance for these initiatives comes from such nation and profession wide institutions as the Accreditation Council for Graduate Medical Education s competencies approved in 1999 and the Association of American Medical Colleges Institute for Improving Medical Education established in

    Original URL path: http://www.meded.umn.edu/curriculum/faq.php (2014-11-22)
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  • Resources | Curriculum Development | Medical Education | University of Minnesota
    Medical Educational Costs and Student Debt AAMC Summary of Crossing the Quality of Chasm Institute of Medicine report Summary of Bridge to Quality IOM report Summary of Educating Doctors to Provide High Quality Care Association of Amerian Medical Colleges report Educating Doctors to Provide High Quality Medical Care Publication of Institute for Improving Medical Education Sullivan Commission Report Missing Persons Minorities in the Health Professions 2004 pdf The Education of Medical Students Ten Stories of Curriculum Change Milbank Memorial Fund Association of American Medical Colleges September 2000 Other Resources Rethinking the Way We Evaluate Trainees by Brad Benson M D and Louis Ling M D Compact for Teaching and Learning Articles about student assessment Epstein RM and Hundert EM Defining and assessing professional and competence JAMA 2002 287 226 235 Epstein RM Assessment in medical education NEJM 2007 356 387 396 Epstein RM Dannefer EF et al Comprehensive assessment of professional competence The Rochester experiment Teaching and Learning in Medicine 2004 160 186 196 Medical Education Reform Seizing the Opportunity a presentation by Malcolm Cox M D Carl W Walter Distinguished Professor of Medicine Harvard Medical School http umconnect umn edu p96162438 We have a fundamental mismatch between how students learn and the lecture method says Arthur Levine president of Teachers College at Columbia University In 101 Redefined published in the New York Times Jan 16 2005 innovative approaches to improving teaching and learning in higher education are outlined View 101 Redefined Two brothers in law both health professionals the dentist is doing much better than the primary care doctor financially in terms of work hours and in degree of job satisfaction Learn why in the Wall Street Journal article New Drill Tale of Two Docs Why Dentists are Earning More published on A1 Jan 10 2005 A Q A

    Original URL path: http://www.meded.umn.edu/curriculum/resources/ (2014-11-22)
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  • Leadership | Curriculum Development | Medical Education | University of Minnesota
    Senior Associate Dean for Undergraduate Medical Education 612 626 5812 drwatson umn edu What s Inside Educational Program Principles Competency Based Education Frequently Asked Questions Resources and References Leadership Curriculum Home Staff Directory Mailing Address Curriculum Development U of M Medical School Mayo Mail Code 293 420 Delaware St S E Minneapolis MN 55455 Return to Medical Education Medical School AHC U of M 2013 Regents of the University of

    Original URL path: http://www.meded.umn.edu/curriculum/leadership/ (2014-11-22)
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